Curriculum,pedagogy and assessment: three message systems of schooling and dimensions of quality physical education

This paper identifies ‘quality’ as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of ‘quality PE’. Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms.     

我国学校体育课程考试的发展变化及其特点

分析我国60年来学校体育课程考试变化的历史背景、主要动因,总结学校体育课程考试变化的作用和意义,探讨了升学体育考试的教育政策和教育学的理论意义。我国学校体育课程考试的主要变化特点是考试由阶段性向选拔性发展,考试的规模由小变大,考试的级别由低变高。我国教育由应试教育向素质教育的推进过程中,体育充当了重要的角色。学校体育考试由成就考试到升学考试,将有利于提高体育课程的地位和作用、促进学生锻炼身体,扭转学生体质下降的局面。     

Primary physical education,coaches and continuing professional development

Physical education (PE) in primary schools has traditionally been taught by qualified primary teachers. More recently, some teaching of PE in primary schools has been undertaken by coaches (mostly football coaches). These coaches hold national governing body awards but do not hold teaching qualifications. Thus, coaches may not be adequately prepared to teach PE in curriculum time. The purpose of this study was to evaluate the perceptions of a group of community-based football coaches working in primary schools for the impact of a Continuing Professional Development (CPD) programme on their ability to undertake ‘specified work’ to cover PE in primary schools. The programme focused on four areas identified as important to enable coaches to cover specified work: short- and medium-term planning, pedagogy, knowledge of the curriculum and reflection. Results showed that for the majority of coaches the CPD programme had made them more aware of the importance of these four areas and had helped to develop their knowledge and ability to put this into practice in covering planning, preparation and assessment time. However, further input is still required to develop coaches’ knowledge and understanding in all four areas, but especially their curriculum knowledge, as well as their ability to put these into practice consistently. These findings are discussed in relation to the implications of employing coaches to cover the teaching of PE in primary schools and, if employed, what CPD coaches need to develop the necessary knowledge, skill and understanding for covering specified work in schools.     

Providing students with voice and choice: lessons from intervention research on autonomy-supportive climates in physical education

This article examines the latest thinking about autonomy-supportive climates within physical education. The basis for the inclusion of these climates are self-determination and achievement goal theories which suggest that a teacher's motivating style towards students can be conceptualised along a continuum that ranges from highly controlling to highly autonomy supportive. In general, autonomy-supportive teachers facilitate, whereas controlling teachers interfere with, the congruence between students' self-determined inner motives and their classroom activity. Drawing upon research involving interventions at pre-school, primary and secondary school levels, the paper examines how 27 studies that demonstrate providing pupils with opportunities to become self-directed leads to higher levels skill attainment, physical activity and perceived competence. Implications for curriculum, pedagogy and assessment are addressed and directions for future research are noted.     

学校体育学被弱化现象引发的思考

对学校体育学在体育教育专业课程结构中被弱化的现象进行了思考，认为这种现象与以下因素有关：学校体育学的研究对象不明确，与教育学的研究对象存在重复；学校体育学学科定位模糊，界定不规范；学校体育学研究范畴缺乏系统性，学科名称与研究范畴不对应；学校体育学没有阐明其本质功能，而是将体育的本质功能等同于学校体育的本质功能等。     

A Sense of Connection: Toward Social Constructivist Physical Education

In social constructivist educational theory, the classroom is seen as a community of learners. According to social constructivists, learning occurs through peer interactions, student ownership of the curriculum and educational experiences that are authentic for students. The purpose of this study was to investigate how teachers used social constructivist strategies to encourage student construction of knowledge and meanings, and how students constructed knowledge and meanings in two middle school physical education classrooms. A qualitative naturalistic design was used to collect data over a five-month period with two experienced middle school physical education teachers. Data included 11 weeks of observational field notes and interviews with teachers and students. Data were analyzed using cross-case and inductive analysis. Findings indicated that the teachers' strategies created a learning environment in which students actively constructed knowledge and meanings by making connections to their peers and by connecting physical education to their lives, their communities, and the real world. Students shared information, assumed leadership and responsibility, and became decision-makers. By connecting to their peers, students felt supported in their learning. This study offers additional findings in support of social constructivist pedagogy in physical education that encourages individual growth and social awareness in communities of learners.     

Swedish PE teachers struggle with assessment in a criterion-referenced grading system

In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades. Despite a national criterion-referenced grading system emphasising knowledge as the only base for grading, Swedish physical education (PE) grades have been shown to value non-knowledge factors, such as students’ characteristics and behaviour. In 2011, a new national curriculum was implemented which attempts to deal with the problem by prescribing specific knowledge requirements with a clear progression as the only basis for different grades. The aim of the present study is to explore the impact of the new knowledge requirements on what teachers consider important when assigning grades. It is also to discuss what non-knowledge-related aspects (if any) teachers continue to look for and why these seem to remain resilient to the reform. The Repertory Grid technique was employed to interview the teachers before (2009) and after the implementation (2013). During the interviews, the grading of 45 students was discussed, which generated 125 constructs. After the implementation, there was a near doubling of knowledge constructs, half as many motivation constructs and an almost total elimination of constructs based on confidence and social skills. While motivational factors were still considered valuable for the award of a higher grade, clear criteria seemed to be important, but too limited for the teachers’ needs. In order to understand the persistence of motivational factors, we discuss the results in relation to Bernstein’s interrelated message systems of curriculum, pedagogy and assessment. We emphasise the need to discuss how valid grades can be achieved and, at the same time, give value to the regulative discourse in order to realise the overarching national goals of values and norms in education and PE.     

体育课结构化技能教学的内涵阐释与应用路径

基于布鲁纳认知结构学习理论、皮亚杰建构主义理论和杜威经验活动论,对体育课结构化技能教学的内涵与应用路径进行探析。结构化技能教学的内涵强调摒弃单个知识技能教学,倡导以两个或以上的内容或手段组合学练方式设计层次感和关联性突出的体育教学课堂,用体育活动展示和比赛形式呈现。提出体育课结构化技能教学的应用路径:(1)课程目标贯彻体育学科核心素养的理念和诉求;(2)课程内容反映体育学科的基本结构,在活动和比赛中学以致用;(3)课程实施创设复杂运动情境,鼓励发现和探究学习;(4)课程评价指向运动技能深度学习的表现性评价。     

体育课程的本质涵义

受课程涵义多重性的影响,我国学者对体育课程涵义的认识不尽一致。根据课程涵义的最新进展和体育课程的本质特征,我们认为,课程涵义的整合化是认识体育课程本质涵义的基础;体育课程本身是静态的,其意义生成的过程是动态的;体育课程改革要注重从“三位一体”之“和”走向学生主体发展之“谐”。体育课程与体育教学、体育课既紧密联系,又不能相互取代。     

Gender,Class and Outdoor Traditions in the UK and Norway

ABSTRACT

We report on three projects and an accompanying critical research agenda designed to establish and evaluate a new pedagogy in Australian physical education based on the sport education curriculum model first published by Siedentop et al. [Siedentop, D., Mand, C. & Taggart, A. (1986) Physical Education: Teaching and Curriculum Strategies for Grades 5‐12 (Palo Alto, Mayfield]. The projects, involving over 80 schools throughout Australia, are set in a context featuring an amalgam of postmodern youth culture, governmental inquiries and reports and the continuing difficulties facing physical educators in their workplaces. Against a backdrop of subject marginatyia, the projects’ findings have lent support to the proposition that it is dysfunctional programme structures (rather that deficits in teaching skills) that are most to blame in denying teachers access to significant subject matter learning targets. Our work presents evidence that the student‐centred, extended‐unit sport education curriculum model has the potential to be responsive to these challenges. It is conducive to ongoing school‐based professional and curriculum development, has led to widespread programme restructuring, has improved outcomes for many lower skilled students and has generally produced positive results for aspects of students’ social development. However girls tend still to be dominated by boys in particular sports. The model is positively affecting the career expectations of pre‐service students. As the model is already diffusing rapidly in Australian schools, there is a need to identify issues and chart an educational course for any further development.     

What should a physical education teacher know? An analysis of learning outcomes for future physical education teachers in Sweden

Background: Research indicates that physical education teacher education (PETE) has only limited impact on how physical education (PE) is taught in schools. In this paper, our starting point is that the difficulties of challenging the dominating subject traditions in PE could be due to difficulties of challenging certain epistemological assumptions recurring in significant PETE subject matter and didactics courses.

Purpose: The purpose of this paper is to scrutinise how knowledge is expressed in learning outcomes formulated in curriculum documents at PETE institutions in Sweden and to discuss the potential educational consequences of the epistemological assumptions underlying the analysed expressions of knowledge.

Setting and participants: This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing learning outcomes formulated in PETE curriculum documents. The analysis is based on 224 learning outcomes collected from a total of 18 course syllabi, spread at 6 PETE institutions in Sweden.

Research design, data collection and analysis: The documents have been collected through contact by e-mail with representatives for each institution. Through the analysis different themes in the material have been identified and clustered together. Inspired by Fenstermacher's ideas about teacher knowledge as propositional knowledge and performance knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underpinning the analysed learning outcomes.

Findings: In the collected learning outcomes, the following themes were identified: teaching PE, interpreting curriculum documents, physical movement skills, science, social health, pedagogy, critical inquiry, and research methods. In most of the identified themes, the learning outcomes represent both subject matter knowledge and general teacher knowledge and are also formulated with an integrated perspective on so-called performance knowledge and propositional knowledge. However, particularly in the themes science and physical movement skills, two very influential themes, the learning outcomes are limited to subject matter knowledge and the concept of knowledge in these themes is also limited and unilateral in relation to ideas of different forms of teacher knowledge.

Conclusions: We argue that a decontextualisation of knowledge, in this paper identified through dissolving science from its use in practice and through detaching physical movement skills from other conceptual foundations, contributes to the reproduction of subject traditions that render PE teachers incapable of critically reflecting over their practice, for instance how different groups of students benefit or suffer from the teaching of certain content. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes science and physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated.     

高校体育教育直观教具教学法应用效果和应用现状的探析

采用实验对照、数理统计法等方法，探讨了体育直观教具教学方法对高校学生的体育知识知晓和体育活动行为的影响，并在理论上探讨了加强直观教具教法运用的必要性。最后还就高校体育直观教具教法的运用现状和直观教具的拥有情况进行了研究。     

Interpretation and enactment of Senior Secondary Physical Education: pedagogic realities and the expression of Arnoldian dimensions of movement

Background: New curriculum developments present opportunities for established thinking and practice in physical education to be reaffirmed or challenged in government, professional and institutional arenas. The introduction of a new official text for the Victorian Certificate of Education Physical Education [VCEPE] in 2011 provided a prompt for renewed debate about the ways in which ‘multiple ways of knowing' could prospectively find expression in senior secondary physical education. Previous analysis of the new VCEPE official text and associated assessment requirements led to a prediction that a theoretical–practical binary may well be reaffirmed amidst implementation of the new course in schools, such that senior secondary physical education (SSPE) in Victorian schools may remain an essentially propositional/theoretical subject.

Purpose: This paper reports on research that has pursued this prediction and specifically explored the expression of Arnold's three dimensions of education in, through and about movement, in teachers’ interpretation and enactment of the new VCEPE Study Design. The research sought to pursue the potential for originality and creativity in SSPE amidst the introduction of a new official curriculum text, examine factors facilitating or limiting this and document the ‘pedagogic realities’ of SSPE in Victorian schools.

Methodology: The study used a case study approach, involving two government and two independent secondary schools in Victoria, Australia. Data gathered from teacher interviews, classroom observations and documentary sources in 2012–2013 are reported. Analysis pursued internal and external factors framing the curriculum and pedagogical practices prominent in enactment of the new course in the case study schools, and the individual and collective representation of Arnold's three dimensions of movement in the schools’ curriculum and teachers’ pedagogical practices.

Findings: The findings reveal complexities and tensions associated with the representation of new curriculum policy in school curriculum and teachers’ pedagogic practices. Attention is drawn to ways in which the interplay between official texts, accompanying assessment requirements, other professional texts and the wider educational context variously shape the ‘pedagogic realities’ of the VCEPE in practice. The discussion explains how this interplay influences (and limits) the expression of Arnold's dimensions in VCEPE.

Implications: This paper reaffirms previous work in SSPE that has highlighted the need for conceptual coherence between curriculum texts and assessment frameworks. This research directs attention to opportunities for development of curriculum, pedagogy and assessment, through both official and professional channels, in ways that facilitate teachers’ professional learning about the potential expression of Arnold's dimensions in VCEPE. It also calls for curriculum authorities, professional learning associations and teacher education institutions to work more coherently to be at the fore of thinking about pedagogic possibilities in senior secondary physical education.     

体育课程实施的意义与本质

体育课程实施是课程改革的重要环节,是课程方案和课程标准付诸实践的动态过程.虽然其三种价值取向分别具有各自的特点和适用之处,但相互适应取向更符合我国体育课程的发展方向.体育课程实施既是学校与新课程相互适应的过程,也是体育教师主动发展的过程,更是学生身心健康协调发展的过程.     

我国体育教育训练学专业硕士研究生课程的设置

对上海体育学院等6所体育院校体育教育训练学硕士点课程设置情况进行调查分析。各体育院校体育教育训练学专业硕士点的课程设置与学时、学分的分配情况比较悬殊,课时上下相差150,学分相差10。外语占公共必修课时的1/2,但效果不理想。学生的计算机应用技术有待提高,课程设置应加强计算机课程在公共必修课中的比例。在课程设置上存在内容比较单一,课程倾向理论性,缺乏面向体育实践、培养学生实际操作能力等缺点,与社会需求脱节。认为在课程设置上必须合理、科学,才有利于知识的转化。     

Complex and nonlinear pedagogy and the implications for physical education

There is increasing support to describe and examine the teaching of game skills in physical education from a complex and nonlinear perspective. The emergence of game behaviours as a consequence of the dynamic interactions of the learner, the game environment and the task constraints within the game context highlights the nonlinear and complex nature of how learning of game skills can occur. While there is increasing recognition that teaching and learning should be seen from a complex and nonlinear perspective, the challenge is to provide teachers with ideas on how to deliver lessons and activities that are underpinned by specific pedagogical practices from this perspective and in alignment with emerging curricular guidelines. In this paper, key features of complex and nonlinear pedagogy are discussed and exemplified through a Singaporean PE context. Practical implications are shared on how lessons/activities (soccer) based on aspects of complex and nonlinear pedagogy can be delivered in the school.     

体育课程结构系统化研究

围绕体育课程结构系统化这一命题,在讨论相关概念和构成要素及分类的基础上,构建了宏观体育课程结构体系,并对其动态的变化规律进行了研究.研究认为:从宏观角度上看,体育课程结构是一种课程类型结构.可划分为管理规划层、存在形态层和操作层3个层次.其动态变化规律表现为,随着学段上升,学科课程和选修课程应逐渐增加,而活动课程和必修课程应呈现递减趋势.隐性课程和显性课程是相互补充和相互渗透的关系,其变化规律不是体现在比例分配上,而是随着学段的上升,两者的融合应不断向深层次发展,从物质层面向精神、文化层面拓展.     

Digital technologies and learning in physical education: pedagogical cases

Digital technology has been the focus of recent debates in physical education with questions being considered about its influence on pedagogy and the future of the subject. Yet, there is scant knowledge about how digital technologies are being used by teachers and whether their use has influenced students learning. ‘Digital Technologies and Learning in Physical Education: Pedagogical Cases’ focuses on expanding the knowledge about the ways in which digital technologies are being used by teachers to support and enhance young peoples' learning in physical education. The premise of the book is to develop the understanding of pedagogy and digital technology in education. Furthermore, it seeks to encourage critical reflection on the use of digital technology in physical education. This book review explores the central ideas of the book, its approach and an evaluation of its content.     

大学体育课程的有效配置(下)——基于课程知识的研究

实质性规范的知识配置是大学体育课程配置的本原与核心,应以"学科科学知识"为切入点,以体育课程本身的价值为视角,从具有一定高等教育文化性的体育科学事实知识(原有的应用知识),及大学生独立品格的经验知识(通过应用促进深化和迁移知识)两方面来组织。依据杜威的知识分类方法,对大学体育课程知识的配置类型进行了阐述。     

从历史经验看影响体育课程改革发展的因素

从历史的角度，探讨了影响体育课程改革发展的内外因素。研究认为，社会、儿童、知识是影响体育课程改革发展的重要外在力量，但外在因素必须通过体育课程的内在动力机制才能发挥作用。体育课程改革要正确处理社会、儿童、知识三者的关系，同时还必须注重体育课程自身发展的内在逻辑。